Provided:
Homework, or homework assignment, refers to tasks assigned to students by their teachers to be completed mostly outside of class, and derives its name from the fact that most students do the majority of such work at home. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced.

Main objectives and reasons for homework
The basic objectives of assigning homework to students are the same as schooling in general: To increase the knowledge and improve the abilities and skills of the students. However, opponents of homework cite homework as rote, or grind work, designed to take up children's time, without offering tangible benefit. Homework may be designed to reinforce what students have already learned, prepare them for upcoming (or complex or difficult) lessons, extend what they know by having them apply it to new situations, or to integrate their abilities by applying many different skills to a single task. Homework also provides an opportunity for parents to participate in their children's education.
Amount of homework required
A review of over 60 research studies showed that, within limits, there is a positive correlation between the amount of homework done and student achievement. The research synthesis also showed that too much homework could be extremely counterproductive, causing students to "burn out". The research supports the "10-minute rule", the commonly accepted practice of assigning 10 minutes of homework per day per grade-level. For example, under this system, 1st graders would receive 10 minutes of homework per night, while 5th graders would get 50 minutes' worth, 9th graders 90 minutes of homework, etc.
Many schools exceed these recommendations or do not count assigned reading in the time limit.
In the United Kingdom, recommendations on homework quantities were outlined by the then Department for Education in 1998. These ranged from 10 minutes daily reading for 5-year-olds, to up to 2.5 hours per day for the pupils in Year 11 aged 15 or 16.
Homework strategies
Effective study skills can help to speed up the completion of homework, giving a student more free time.
In cases where the teacher assigns homework verbally or on the chalkboard, the student can avoid forgetting or misremembering the assignments by writing them down and keeping them well-organized in a notebook, planner, or agenda. It is also recommended that one develop a strategy that decreases the student's chances of forgetting completed homework at home.
Students with a positive attitude toward homework, who enjoy it and work on it enthusiastically, generally complete their homework faster than if they view their homework negatively. Reluctance and resistance can make homework take longer. Minimizing distractions, by studying in a quiet room and leaving the TV off, etc, make it easier to concentrate and get homework done faster, while doing a better job. Contrary to specialists' recommendations, there is no evidence that the radio, as opposed to the television, hinders performance. This may be because radios emit only audio and no video, so there is less distraction.
One approach for minimizing the amount of homework a student has to do at home is for the student to complete as much of it as possible while still at school. Spare time between classes, during lunch, and especially during classes may be enough to get most or even all of the student's homework completed, depending on how much is assigned. This approach may have negative consequences, such as causing students to skip lunch or miss important information in other courses.
Internet homework resources

Computers are often used to complete homework assignments.
There are many homework-related resources available on the World Wide Web. There are web-sites dedicated to communicating about homework, for teachers to post assignments on-line for students, and to keep parents informed. Many schools host their own homework posting services on their websites. There are non-profit organizations on-line that help students with their homework for free. There are also tutorials on most school subjects, especially math, which students can use if they don't understand their homework assignments.
Many libraries provide on-line resources which present subjects specifically for students who are looking for something to write about. And there are archives of ready-made homework assignments, including handouts, which teachers can use to provide homework to their students. Many other websites are used for research, especially search engines, such as Google, and encyclopedias.
Apart from above given resources there are hundreds of websites who are providing homework help at nominal rates. Such websites claim to help students understand concepts.
Some parents choose to monitor their students' usage of the internet, as some of the sites may be found deceptive or inappropriate by academic institutions. Also, Internet resources offer students a wealth of opportunity for plagiarism.
Tutoring
With an enhanced emphasis on homework, parents and students are turning to customized solutions. Private institutions, such as Sylvan Learning Centers and Kaplan, help students through individually-tailored assignments. Other parents find help through their community where tutoring, study groups and other resources may be made available. Many libraries provide tutors for helping students with their homework, both in-person and on-line. See Homework help service.
If it is necessary to hire a tutor to assist with a child's homework, parents should also speak to the child's teacher about the amount and the appropriateness of the homework load.
Parental homework strategies
Students generally benefit when their parents become involved in the homework process. However, too much parental involvement can prevent the positive effects of homework.
Setting a regular time to do homeworkand designating a specific place for doing homework helps keep the student well-focused on his or her studies. A flat surface, good lighting, school supplies (pens, pencils, paper, scissors, glue, eraser, ruler, etc.) and a dictionary are often essential.
Teachers need to know what their students understand and can do independently, therefore they often advise parents not to do the children's homework assignments for them, nor correct their children's homework assignments and have them copy the corrections. Grades, and the teachers' other feedback, need to apply to the student's performance, not to the parents' performance, nor to student-parent co-performance.
On the other hand it is also fairly common for teachers to give assignments far beyond what students can do independently and for teachers to expect parents to go over homework and have the student make corrections before it is turned in. Practices vary.
Independent learning is encouraged and improved by providing guidance (such as explaining how to look up information or find a word in a dictionary) rather than merely providing the answers to the child's homework-related questions.
Having one's child read out loud allows the parent to provide corrections and help the student learn how to read better.
When parents do "homework" of their own at the same time as their children, it sets a good example and helps to foster a good attitude toward learning.
One key role for parents is to negotiate with teachers and schools should the homework burden be unmanageable or age-inappropriate for the students. This negotiation may take the form of speaking with the teacher individually, speaking to other school officials, or coordinating with other parents or with the PTA or school board to get the homework load for the entire class or school reduced.
Teaching and homework effectiveness
Student learning improves when homework serves a clear purpose and is matched to both the skills of each individual student and to the current topics being taught in class. Feedback improves the effectiveness of homework, especially when given in a timely manner (within 24 hours). Effective feedback improves student learning by correcting misunderstanding, validating process, and highlighting errors in thinking. Embedded comments provide much better feedback than a mere grade at the top of the paper. Homework must be concentrated to be effective: mastering takes days or weeks of practice. Fifty-percent mastery may be achieved after 4 practice sessions, but it takes 28 practice sessions to achieve approximately the eighty-percent mastery level.
Another way teachers can be more effective is by *****ing parents to their students' homework, giving parents a chance to become familiar with the material and their child's progress. This also encourages parents to become involved in the homework process. Messages tend to get lost in transit or even altered when using "pupil post" (passing verbal messages or written notes back and forth using the student as courier), and therefore direct communication is much more effective and prevents frustration all around. Methods available for directly reporting homework assignments (to both students and their parents) include the phone, email, and centralized web-pages.
Criticism
There is research supporting the idea that homework is of little educational value, and that for young children (i.e., under 13) it may have a negative effect on learning.
History of homework In the United States
Historically, homework was frowned upon in American culture. With few students interested in higher education, and due to the necessity to complete daily chores, homework was discouraged not only by parents, but also by school districts. In 1901, the California legislature passed an act that effectively abolished homework for those who attended kindergarten through the eighth grade. But, in the 1950s, with increasing pressure on the United States to stay ahead in the Cold War, homework made a resurgence, and children were encouraged to keep up with their Russian counterparts. By the end of the Cold War in the early 1990s, the consensus in American education was overwhelmingly in favor of issuing homework to students of all grade levels.
In a study done at the University of Michigan in 2007, research concluded that the amount of homework given is increasing over time. In a sample taken of students between the ages of 6 and 9, it was shown that students spend more than two hours a week on homework, as opposed to 44 minutes in 1981. Harris Cooper, nations top homework scholar, concluded after a comprehensive review that homework does not improve academic achievements for grade school students. Cooper analyzed dozens of students and found that kids who are assigned homework in middle and high school actually score "somewhat" better on standardized tests, but that kids who do 60 to 90 minutes of homework in middle school and more than 2 hours in high school actually score worse.

Conclusion:
In conclusion, I hope you like it Oninal my humble and that he had taken in all aspects of the report

My opinion:

# The homework is very important for each student, especially the student neglected because they force the student to the neglected his studies and duties of the brainstorming
# On the other hand, the homework help the student improve their skills and strengthen his memory allows him to get the degrees of superiority

رد: ملف الانجاز

A report on

The Spotted Hyena

2009/2010
Student Name :
Teacher :
Grade : 12

The Spotted Hyena (Crocuta crocuta) also known as Laughing Hyena, is a carnivorous mammal of the family Hyaenidae, of which it is the largest extant member. Though the species' prehistoric range included Eurasia extending from Atlantic Europe to China, it now only occurs in all of Africa south of the Sahara save for the Congo Basin. Spotted hyenas live in large matriarchal communities called clans, which can consist of up to 80 individuals.
Though often mislabeled as cowardly scavengers, spotted hyenas derive the majority of their nourishment by hunting medium sized ungulates, and frequently clash with lions over food and territory. They are highly intelligent among the carnivora, with studies indicating that their social intelligence is on par with some primate species.

Evolution:
It is thought that the ancestors of the Spotted Hyena branched off from the true hyenas (striped and brown hyenas) during the Pliocene era, 5.332 million to 1.806 million years ago. Ancestral Spotted Hyenas probably developed social behaviours in response to increased pressure from rivals on carcasses, thus forcing them to operate in teams. Spotted Hyenas evolved sharp carnassials behind their crushing premolars, therefore they did not need to wait for their prey to die, as is the case for brown and striped hyenas, and thus became pack hunters as well as scavengers. They began forming increasingly larger territories, necessitated by the fact that their prey was often migratory, and long chases in a small territory would have caused them to encroach into another clan's turf. The evolution of pack behaviour in hyenas likely influenced the ancestors of lions into first forming prides, in order to better defend their kills. According to the fossil record, the species first evolved in the Indian Subcontinent. Spotted hyenas colonized the Middle East, Africa and the Ice Age plains of Eurasia extending from Atlantic Europe to China where a large subspecies known as C. c. spelaea or "cave hyena" developed as a response to the cold climate. Naturalists and paleontologists originally assumed that the cave hyena was a separate species from the spotted hyena, due to large differences in fore and hind extremities. This was first put into question by Bj&#246;rn Kurtén, who stated “[...] there is evidence that this European population was continuous with southern, typical representatives of the nominate subspecies”. This was corroborated by genetic analysis' in 2004, showing no differences in DNA between the two populations.

History, systematics and naming:
It is thought that the spotted hyena conforms to the chaus described by Pliny the Elder, which was latter described by Linnaeus as being part of the cat tribe. It is also thought to be the Crocotta of Strabo, which he thought to be a wolf-dog hybrid. Sculptured representations indicate that the species was rarely encountered by the Ancient Egyptians, who considered them exotic enough to include them in their menageries of foreign animals and to exclude them from their sacred animals. Certain scholars interpret Aristotle's innaccurate description of striped hyenas as being hermaphroditic animals as being a confusion between the striped and spotted species.

Systematics:
In his 12th-edition of Systema Natur&#230;, Linnaeus placed hyenas into the genus Canis, between wolves and foxes. Brisson had already given the form a generic distinction under the name Hy&#230;na. In his own edition of Linnaeus' Systema Natur&#230;, Johann Friedrich Gmelin gave the spotted species the binomial name Canis crocuta, though Thomas Pennant had previously described it under the title of Hy&#230;na, and placed it under the category of "Spotted Hy&#230;nas". Georges Cuvier made Hy&#230;nas into the last subdivision of digitigrades, following viverrids and preceding felids. Cuvier was convinced that there were at least two different species of spotted hyena, based on regional differences in coat colours. However, subsequent naturalists did not accept this, for although they noted coat variations, there were no other differences to fully warrant classing them as different species. John Edward Gray later brought the spotted hyena under the Felidae, placing it within a category including other hyenas and the aardwolf. M. Lesson arranged the hy&#230;nids under his third section of digitigrades, a section consisting of animals lacking a small tooth behind the lower molar. The spotted hyena was placed between aardwolves and cats, and was termed Hy&#230;na capensis.

Physical description:
Spotted hyenas are the largest of extant hyenas. Their fur is shorter than those of striped hyenas, and their manes less full. Spotted hyenas have powerful forequarters and necks which rival those of leopards, though comparatively small hindquarters. The rump is rounded rather than angular, which prevents attackers chasing from behind getting a firm grip on it. Female spotted hyenas are considerably larger than males, weighing 12% more. Adults measure 95.0—165.8 cm in body length, and have a shoulder height of 70.0-91.5 cm. Adult male spotted hyenas in the Serengeti weigh 40.5—55.0 kg (89—121 lb), while females weigh 44.5—63.9 kg (98—141 lb). Spotted hyenas in Zambia tend to be heavier, with males weighing on average 67.6 kg (149 lb), and females 69.2 kg (153 lb). Macdonald (1992) gives a maximum weight of 81.7 kg (180 lb), while Kingdon (1977) gives one of 86 kg (190 lb). The skulls of Zambian hyenas are also 7% longer and wider than those of Serengeti populations.
Behaviour:
Spotted hyenas will rest and give birth in dens, which they rarely dig themselves: they will often use the abandoned lairs of warthogs, springhares and jackals. A single den can house several females and dozens of cubs at once. Unlike grey wolves, it is not uncommon for spotted hyenas to accommodate cubs of different litters in one den. Spotted hyenas will sometimes live in close proximity to warthogs, sharing mudholes and sleeping within a few metres of each other. Spotted hyenas may sleep in the open if the weather is not too hot, but otherwise they will rest near lakes, streams or in mud or dense shrubs.

The spotted hyena features prominently in African mythology and folklore, where its portrayal varies from being a bringer of light, to a symbol of immorality and depravity.

References:
• http://en.wikipedia.org/wiki/Spotted_Hyena.
• The IUCN Hyaenidae Specialist Group page on spotted hyena.
• Background from Hans Kruuk’s The Spotted Hyena: A Study of Predation and Social Behaviour The University of Chicago Press, Chicago 60637, 1972

رد: ملف الانجاز

Pollution is the introduction of contaminants into an environment that causes instability, disorder, harm or discomfort to the physical systems or living organisms they are in. Pollution can take the form of chemical substances, or energy, such as noise, heat, or light energy. Pollutants, the elements of pollution, can be foreign substances or energies, or naturally occurring; when naturally occurring, they are considered contaminants when they exceed natural levels. Pollution is often classed as point source or nonpoint source pollution.
Sometimes the term pollution is extended to include any substance when it occurs at such unnaturally high concentration within a system that it endangers the stability of that system. For example, water is innocuous and essential for life, and yet at very high concentration, it could be considered a pollutant: if a person were to drink an excessive quantity of water, the physical system could be so overburdened that breakdown and even death could result. Another example is the potential of excessive noise to induce imbalance in a person's mental state, resulting in malfunction and psychosis.
History:
Prehistory
Humankind has had some effect upon the environment since the Paleolithic era during which the ability to generate fire was acquired. In the Iron Age, the use of tooling led to the practice of ****l grinding on a small scale and resulted in minor accumulations of discarded material probably easily dispersed without too much impact. Human wastes would have polluted rivers or water sources to some degree. However, these effects could be expected predominantly to be dwarfed by the natural world.
Ancient cultures
The first advanced civilizations of Mesopotamia, Egypt, India, China, Persia, Greece and Rome increased the use of water for their manufacture of goods, increasingly forged ****l and created fires of wood and peat for more elaborate purposes (for example, bathing, heating). Still, at this time the scale of higher activity did not disrupt ecosystems or greatly alter air or water quality.
Middle Ages
The European Dark Ages during the early Middle Ages were a great boon for the environment, in that industrial activity fell, and population levels did not grow rapidly. Toward the end of the Middle Ages populations grew and concentrated more within cities, creating pockets of readily evident contamination. In certain places air pollution levels were recognizable as health issues, and water pollution in population centers was a serious medium for disease transmission from untreated human waste.
Official acknowledgement
But gradually increasing populations and the proliferation of basic industrial processes saw the emergence of a civilization that began to have a much greater collective impact on its surroundings. It was to be expected that the beginnings of environmental awareness would occur in the more developed cultures, particularly in the densest urban centers. The first medium warranting official policy measures in the emerging western world would be the most basic: the air we breathe. The earliest known writings concerned with pollution were Arabic medical treatises written between the 9th and 13th centuries, by physicians such as al-Kindi (Alkindus), Qusta ibn Luqa (Costa ben Luca), Muhammad ibn Zakarīya Rāzi (Rhazes), Ibn Al-Jazzar, al-Tamimi, al-Masihi, Ibn Sina (Avicenna), Ali ibn Ridwan, Ibn Jumay, Isaac Israeli ben Solomon, Abd-el-latif, Ibn al-Quff, and Ibn al-Nafis. Their works covered a number of subjects related to pollution such as air contamination, water contamination, soil contamination, solid waste mishandling, and environmental assessments of certain localities.
Modern awareness
Early Soviet poster, before the modern awareness: "The smoke of chimneys is the breath of Soviet Russia "Pollution began to draw major public attention in the United States between the mid-1950s and early 1970s, when Congress passed the Noise Control Act, the Clean Air Act, the Clean Water Act and the National Environmental Policy Act. Bad bouts of local pollution helped increase consciousness. PCB dumping in the Hudson River resulted in a ban by the EPA on consumption of its fish in 1974.

Long-term dioxin contamination at Love Canal starting in 1947 became a national news story in 1978 and led to the Superfund legislation of 1980. Legal proceedings in the 1990s helped bring to light Chromium-6 releases in California--the champions of whose victims became famous. The pollution of industrial land gave rise to the name brownfield, a term now common in city planning. DDT was banned in most of the developed world after the publication of Rachel Carson's Silent Spring. The development of nuclear science introduced radioactive contamination, which can remain lethally radioactive for hundreds of thousands of years. Lake Karachay, named by the Worldwatch Institute as the "most polluted spot" on earth, served as a disposal site for the Soviet Union thoroughout the 1950s and 1960s. Second place may go to the to the area of Chelyabinsk U.S.S.R. (see reference below) as the "Most polluted place on the planet". Nuclear weapons continued to be tested in the Cold War, sometimes near inhabited areas, especially in the earlier stages of their development.. One legacy of nuclear testing before most forms were banned has been significantly raised levels of background radiation.

International catastrophes such as the wreck of the Amoco Cadiz oil tanker off the coast of Brittany in 1978 and the Bhopal disaster in 1984 have demonstrated the universality of such events and the scale on which efforts to address them needed to engage. The borderless nature of atmosphere and oceans inevitably resulted in the implication of pollution on a planetary level with the issue of global warming.

رد: ملف الانجاز

pyramid
pyramid. The true pyramid exists only in Egypt, though the term has also been applied to similar structures in other countries. Egyptian pyramids are square in plan and their triangular sides, which directly face the points of the compass, slope upwards at approximately a 50° angle from the ground and meet at an apex. The prototype for the pyramid are the mastabas of the Old Kingdom (2680-2565 B.C.), which are rectangular in plan and have only two sloping sides. After these came the step-pyramid at Sakkara, built c.2620 B.C., which soon evolved into the straight-sided true pyramid. This monumental structure was developed around the IV dynasty and continued to be the favored form for royal burial through the VI dynasty.
Each monarch built his own pyramid in which his mummified body might be preserved for eternity away from human view and sacrilege. As a result of the lack of sophisticated machinery, the construction of each pyramid took many years and required measureless amounts of building materials and labor. Entrance into a pyramid is through an opening in the northern wall. A small passage, traversing lesser chambers, leads to the sepulchral room deep beneath the surface. Stone blocks forming a gable divert the weight of the great masonry masses over these chambers. Though the pyramids were usually built of rough stone blocks laid up in horizontal courses, many were constructed of mud bricks with a stone casing.
The three pyramids of Giza near Cairo, all of the IV dynasty, are the largest and finest of their kind. The Great Pyramid of Khufu or Cheops (begun c.2680 B.C.) was designated one of the Seven Wonders of the World and is the largest pyramid ever built. A solid mass of limestone blocks covering 13 acres (5.3 hectares), it was originally 756 ft (230 m) along each side of its base and 482 ft (147 m) high. It has several passages, two large chambers in addition to one beneath the ground level, and two small air chambers for ventilation.
Although not true pyramids, pyramidical structures were also built by the Mesopotamians and by the Maya of Mexico and Central America. Mesopotamian ziggurat was square in plan and built up in receding terraces. Mayan pyramids, built in steep, receding blocks, also were topped by ritual chambers, and in some cases, possessed an interior crypt. Stepped funeral pyramids dating from the 4th cent. B.C. were discovered in the 1990s in the Altai region of Siberia. The Romans built small pyramidical tombs of which the most famous was the Pyramid of Cestius (62 B.C.-12 B.C.) in Rome. Built of concrete faced with marble, it has an interior tomb vault and is 116 ft (35 m) high. Many modern architects have admired pyramids for their pure geometry. In the reconstruction of the Louvre in Paris, architect I. M. Pei added a pyramidal entrance pavilion (1987-89).
Bibliography
See I. E. S. Edwards, The Pyramids of Egypt (rev. ed. 1961); P. Tompkins, Secrets of the Great Pyramid (1971); K. Mendelssohn, The Riddle of the Pyramids (1974).
History Dictionary: pyramids
A group of huge monuments in the Egyptian desert, built as burial vaults for the pharaohs and one of the Seven Wonders of the Ancient World. The pyramids have square bases and four triangular faces. Pyramid building began in Egypt about 2700 b.c. and required vast amounts of slave labor.

Fine Arts Dictionary: pyramids
A group of huge monuments in the desert of Egypt, built as burial vaults for ancient Egyptian kings. The age of pyramid building in Egypt began about 2700 b.c. (See under “World History to 1550.”)

رد: ملف الانجاز

المشاركة الأصلية كتبت بواسطة الداعية

pyramid
pyramid. The true pyramid exists only in Egypt, though the term has also been applied to similar structures in other countries. Egyptian pyramids are square in plan and their triangular sides, which directly face the points of the compass, slope upwards at approximately a 50° angle from the ground and meet at an apex. The prototype for the pyramid are the mastabas of the Old Kingdom (2680-2565 B.C.), which are rectangular in plan and have only two sloping sides. After these came the step-pyramid at Sakkara, built c.2620 B.C., which soon evolved into the straight-sided true pyramid. This monumental structure was developed around the IV dynasty and continued to be the favored form for royal burial through the VI dynasty.
Each monarch built his own pyramid in which his mummified body might be preserved for eternity away from human view and sacrilege. As a result of the lack of sophisticated machinery, the construction of each pyramid took many years and required measureless amounts of building materials and labor. Entrance into a pyramid is through an opening in the northern wall. A small passage, traversing lesser chambers, leads to the sepulchral room deep beneath the surface. Stone blocks forming a gable divert the weight of the great masonry masses over these chambers. Though the pyramids were usually built of rough stone blocks laid up in horizontal courses, many were constructed of mud bricks with a stone casing.
The three pyramids of Giza near Cairo, all of the IV dynasty, are the largest and finest of their kind. The Great Pyramid of Khufu or Cheops (begun c.2680 B.C.) was designated one of the Seven Wonders of the World and is the largest pyramid ever built. A solid mass of limestone blocks covering 13 acres (5.3 hectares), it was originally 756 ft (230 m) along each side of its base and 482 ft (147 m) high. It has several passages, two large chambers in addition to one beneath the ground level, and two small air chambers for ventilation.
Although not true pyramids, pyramidical structures were also built by the Mesopotamians and by the Maya of Mexico and Central America. Mesopotamian ziggurat was square in plan and built up in receding terraces. Mayan pyramids, built in steep, receding blocks, also were topped by ritual chambers, and in some cases, possessed an interior crypt. Stepped funeral pyramids dating from the 4th cent. B.C. were discovered in the 1990s in the Altai region of Siberia. The Romans built small pyramidical tombs of which the most famous was the Pyramid of Cestius (62 B.C.-12 B.C.) in Rome. Built of concrete faced with marble, it has an interior tomb vault and is 116 ft (35 m) high. Many modern architects have admired pyramids for their pure geometry. In the reconstruction of the Louvre in Paris, architect I. M. Pei added a pyramidal entrance pavilion (1987-89).
Bibliography
See I. E. S. Edwards, The Pyramids of Egypt (rev. ed. 1961); P. Tompkins, Secrets of the Great Pyramid (1971); K. Mendelssohn, The Riddle of the Pyramids (1974).
History Dictionary: pyramids
A group of huge monuments in the Egyptian desert, built as burial vaults for the pharaohs and one of the Seven Wonders of the Ancient World. The pyramids have square bases and four triangular faces. Pyramid building began in Egypt about 2700 b.c. and required vast amounts of slave labor.

Fine Arts Dictionary: pyramids
A group of huge monuments in the desert of Egypt, built as burial vaults for ancient Egyptian kings. The age of pyramid building in Egypt began about 2700 b.c. (See under “World History to 1550.”)